Table 1 Remaking Recess Modules
Module | Session | Module Topic |
|---|---|---|
1 | 1 | Assessing school’s recess environment, including how school rules and policies affect recess |
2 | 1 | Identifying optimal school staff to deliver Remaking Recess |
3 | 2 | Gathering information about students for participation in Remaking Recess |
4 | 2 | Understanding the reasons why recess may be hard for autistic students |
5 | 3 | Increasing your social power at recess with autistic students and their peers |
6 | 3 | Identifying student(s) at recess who may need support to play with peers |
7 | 4 | Supporting transitions of student(s) to and from recess |
8 | 5 | Identifying peer models |
9 | 6 | Providing engaging and common games and activities during recess |
10 | 7 | Providing in vivo social skills instruction and support to autistic students at recess |
11 | 8 | Facilitating peer conversations with student(s) |
12 | 9 | Building flexibility in student(s) during recess |
13 | 10 | Managing behavior during recess |